Para Além do Código: Formação de Mulheres em Programação com Tecnologias Web e Multimídia em Tempos de IA Generativa
Resumo
The underrepresentation of women in Computing calls for initiatives that promote not only access to education, but also conditions that foster participation, retention, and continuity. This paper presents and analyzes four free, remote introductory programming courses offered between July 2025 and June 2026: three nationwide vacation courses and one course aimed at a university community. The courses combined the teaching of Python and Scratch with programming problems contextualized in everyday situations and social issues, support from teaching assistants, and educational resources developed by the team, including Scratch animations. Gender and inclusion issues were integrated both into discussions and into programming and authoring activities. Web technologies and multimedia resources supported teaching, mentoring, and authoring activities. Throughout the courses, teaching and assessment strategies were also adapted to the context of the increasing availability of generative AI tools, including the replacement of automated exercise grading with manual assessment of the solutions and the programming strategies employed. The analysis of these experiences identified strategies related to flexibility in forms of participation, pedagogical support, the integration of social issues into the teaching of computing concepts, the promotion of authorship and creativity, and the adaptation of course planning to needs observed during the courses. The progressive expansion of the teaching assistants’ roles also stands out: they began to take on teaching activities and, in one case, to lead a new course offering. Based on these experiences, we systematize strategies and lessons learned that can inform the planning of Computing outreach initiatives committed to the inclusion of women and to the continuity of such initiatives.
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